Exploring Self-Determination Outcomes of Racially and Ethnically Marginalized Students With Disabilities in Inclusive, General Education Classrooms

Autor: Mayumi Hagiwara, Daria Gerasimova, Karrie A. Shogren, Tyler A. Hicks, Jessie C. Kiblen, Jesse R. Pace, LaRon A. Scott, Abdulaziz H. Alsaeed, Sheida K. Raley

Publikováno v: Inclusion. 9:189-205

Opportunities and experiences for all students, including students with intellectual and developmental disabilities, to build self-determination abilities and skills are critical to enable positive postsecondary outcomes (e.g., competitive and integr

Externí odkaz: https://explore.openaire.eu/search/publication?articleId=doi_________::e07b175fd101063475af51202ca36d59
https://doi.org/10.1352/2326-6988-9.3.189

The Impact of the Self-Determined Learning Model of Instruction on Student Self-Determination in Inclusive, Secondary Classrooms

Autor: Graham G. Rifenbark, Kathleen Lynne Lane, Sheida K. Raley, Jesse R. Pace, Karrie A. Shogren

Publikováno v: Remedial and Special Education. 42:363-373

Previous research reported differences in student self-determination based on disability status. Specifically, students without disabilities consistently self-report higher self-determination compared with their peers with disabilities, suggesting di

Externí odkaz: https://explore.openaire.eu/search/publication?articleId=doi_________::c89f0bb7f6c5b847b43e78a7af34ba81
https://doi.org/10.1177/0741932520984842

The Goal Setting Challenge App: Impact on Transition Goal Attainment Outcomes of Students With Disabilities

Autor: Karrie A. Shogren, Valerie L. Mazzotti, Tyler A. Hicks, Sheida K. Raley, Daria Gerasimova, Jesse R. Pace, Stephen M. Kwiatek, Darcy Fredrick, Jared H. Stewart-Ginsburg, Richard Chapman, Danielle Wysenski

Publikováno v: Career Development and Transition for Exceptional Individuals. :216514342211464

Promoting self-determination is essential to effective transition services and supports. The Goal Setting Challenge App (GSC App) was developed to deliver self-determination instruction via technology, building on the evidence-based Self-Determined L

Externí odkaz: https://explore.openaire.eu/search/publication?articleId=doi_________::2a135718d829d57d12f3dec887c1ea29
https://doi.org/10.1177/21651434221146470

Reading Achievement and Reading Efficacy Changes for Middle School Students With Disabilities Through Blended Learning Instruction

Autor: Jesse R. Pace, Daryl F. Mellard

Publikováno v: Journal of Special Education Technology. 31:156-169

This study evaluated the effects of a blended learning instructional experience for sixth-grade students in an English/language arts (ELA) course. Students at two treatment schools participated in a blended learning instructional paradigm, and their

Externí odkaz: https://explore.openaire.eu/search/publication?articleId=doi_________::8eb07f8d3368b38a81a745c16a347754
https://doi.org/10.1177/0162643416660837

Preliminary Reliability and Validity of the Self-Determination Inventory: Student Report French Translation.

Autor: Shogren KA; Karrie A. Shogren and Daria Gerasimova, University of Kansas; Yves Lachapelle and Dany Lussier-Desrochers, University of Quebec at Trois-Rivières; Mayumi Hagiwara, San Francisco State University; Geneviève Petitpierre, Barbara Fontana-Lana, and Filippo Piazza, University of Fribourg; Yannick Courbois and Agnès Desbiens, University of Lille; Marie-Claire Haelewyck and Hélène Geurts, University of Mons; and Jesse R. Pace and Tyler Hicks, University of Kansas., Gerasimova D; Karrie A. Shogren and Daria Gerasimova, University of Kansas; Yves Lachapelle and Dany Lussier-Desrochers, University of Quebec at Trois-Rivières; Mayumi Hagiwara, San Francisco State University; Geneviève Petitpierre, Barbara Fontana-Lana, and Filippo Piazza, University of Fribourg; Yannick Courbois and Agnès Desbiens, University of Lille; Marie-Claire Haelewyck and Hélène Geurts, University of Mons; and Jesse R. Pace and Tyler Hicks, University of Kansas., Lachapelle Y; Karrie A. Shogren and Daria Gerasimova, University of Kansas; Yves Lachapelle and Dany Lussier-Desrochers, University of Quebec at Trois-Rivières; Mayumi Hagiwara, San Francisco State University; Geneviève Petitpierre, Barbara Fontana-Lana, and Filippo Piazza, University of Fribourg; Yannick Courbois and Agnès Desbiens, University of Lille; Marie-Claire Haelewyck and Hélène Geurts, University of Mons; and Jesse R. Pace and Tyler Hicks, University of Kansas., Lussier-Desrochers D; Karrie A. Shogren and Daria Gerasimova, University of Kansas; Yves Lachapelle and Dany Lussier-Desrochers, University of Quebec at Trois-Rivières; Mayumi Hagiwara, San Francisco State University; Geneviève Petitpierre, Barbara Fontana-Lana, and Filippo Piazza, University of Fribourg; Yannick Courbois and Agnès Desbiens, University of Lille; Marie-Claire Haelewyck and Hélène Geurts, University of Mons; and Jesse R. Pace and Tyler Hicks, University of Kansas., Hagiwara M; Karrie A. Shogren and Daria Gerasimova, University of Kansas; Yves Lachapelle and Dany Lussier-Desrochers, University of Quebec at Trois-Rivières; Mayumi Hagiwara, San Francisco State University; Geneviève Petitpierre, Barbara Fontana-Lana, and Filippo Piazza, University of Fribourg; Yannick Courbois and Agnès Desbiens, University of Lille; Marie-Claire Haelewyck and Hélène Geurts, University of Mons; and Jesse R. Pace and Tyler Hicks, University of Kansas., Petitpierre G; Karrie A. Shogren and Daria Gerasimova, University of Kansas; Yves Lachapelle and Dany Lussier-Desrochers, University of Quebec at Trois-Rivières; Mayumi Hagiwara, San Francisco State University; Geneviève Petitpierre, Barbara Fontana-Lana, and Filippo Piazza, University of Fribourg; Yannick Courbois and Agnès Desbiens, University of Lille; Marie-Claire Haelewyck and Hélène Geurts, University of Mons; and Jesse R. Pace and Tyler Hicks, University of Kansas., Fontana-Lana B; Karrie A. Shogren and Daria Gerasimova, University of Kansas; Yves Lachapelle and Dany Lussier-Desrochers, University of Quebec at Trois-Rivières; Mayumi Hagiwara, San Francisco State University; Geneviève Petitpierre, Barbara Fontana-Lana, and Filippo Piazza, University of Fribourg; Yannick Courbois and Agnès Desbiens, University of Lille; Marie-Claire Haelewyck and Hélène Geurts, University of Mons; and Jesse R. Pace and Tyler Hicks, University of Kansas., Piazza F; Karrie A. Shogren and Daria Gerasimova, University of Kansas; Yves Lachapelle and Dany Lussier-Desrochers, University of Quebec at Trois-Rivières; Mayumi Hagiwara, San Francisco State University; Geneviève Petitpierre, Barbara Fontana-Lana, and Filippo Piazza, University of Fribourg; Yannick Courbois and Agnès Desbiens, University of Lille; Marie-Claire Haelewyck and Hélène Geurts, University of Mons; and Jesse R. Pace and Tyler Hicks, University of Kansas., Courbois Y; Karrie A. Shogren and Daria Gerasimova, University of Kansas; Yves Lachapelle and Dany Lussier-Desrochers, University of Quebec at Trois-Rivières; Mayumi Hagiwara, San Francisco State University; Geneviève Petitpierre, Barbara Fontana-Lana, and Filippo Piazza, University of Fribourg; Yannick Courbois and Agnès Desbiens, University of Lille; Marie-Claire Haelewyck and Hélène Geurts, University of Mons; and Jesse R. Pace and Tyler Hicks, University of Kansas., Desbiens A; Karrie A. Shogren and Daria Gerasimova, University of Kansas; Yves Lachapelle and Dany Lussier-Desrochers, University of Quebec at Trois-Rivières; Mayumi Hagiwara, San Francisco State University; Geneviève Petitpierre, Barbara Fontana-Lana, and Filippo Piazza, University of Fribourg; Yannick Courbois and Agnès Desbiens, University of Lille; Marie-Claire Haelewyck and Hélène Geurts, University of Mons; and Jesse R. Pace and Tyler Hicks, University of Kansas., Haelewyck MC; Karrie A. Shogren and Daria Gerasimova, University of Kansas; Yves Lachapelle and Dany Lussier-Desrochers, University of Quebec at Trois-Rivières; Mayumi Hagiwara, San Francisco State University; Geneviève Petitpierre, Barbara Fontana-Lana, and Filippo Piazza, University of Fribourg; Yannick Courbois and Agnès Desbiens, University of Lille; Marie-Claire Haelewyck and Hélène Geurts, University of Mons; and Jesse R. Pace and Tyler Hicks, University of Kansas., Geurts H; Karrie A. Shogren and Daria Gerasimova, University of Kansas; Yves Lachapelle and Dany Lussier-Desrochers, University of Quebec at Trois-Rivières; Mayumi Hagiwara, San Francisco State University; Geneviève Petitpierre, Barbara Fontana-Lana, and Filippo Piazza, University of Fribourg; Yannick Courbois and Agnès Desbiens, University of Lille; Marie-Claire Haelewyck and Hélène Geurts, University of Mons; and Jesse R. Pace and Tyler Hicks, University of Kansas., Pace JR; Karrie A. Shogren and Daria Gerasimova, University of Kansas; Yves Lachapelle and Dany Lussier-Desrochers, University of Quebec at Trois-Rivières; Mayumi Hagiwara, San Francisco State University; Geneviève Petitpierre, Barbara Fontana-Lana, and Filippo Piazza, University of Fribourg; Yannick Courbois and Agnès Desbiens, University of Lille; Marie-Claire Haelewyck and Hélène Geurts, University of Mons; and Jesse R. Pace and Tyler Hicks, University of Kansas., Hicks T; Karrie A. Shogren and Daria Gerasimova, University of Kansas; Yves Lachapelle and Dany Lussier-Desrochers, University of Quebec at Trois-Rivières; Mayumi Hagiwara, San Francisco State University; Geneviève Petitpierre, Barbara Fontana-Lana, and Filippo Piazza, University of Fribourg; Yannick Courbois and Agnès Desbiens, University of Lille; Marie-Claire Haelewyck and Hélène Geurts, University of Mons; and Jesse R. Pace and Tyler Hicks, University of Kansas.

Publikováno v: Intellectual and developmental disabilities [Intellect Dev Disabil] 2024 Oct 01; Vol. 62 (5), pp. 339-353.